Faculty development programs are complimentary and open to all LUCOM employees. To register in advance and to select a program to view, email the Office of Medical Education at LUCOMMedEd@liberty.edu. Please provide your Liberty username and desired program name.
The Office of Medical Education is in the process of creating several new programs in addition to what is offered below.
Current programs offered:
- Crucial Conversations (7.5 CME credits)
- Embracing Change (2 CME credits)
- Emotional Intelligence: A Deep Dive (2 CME credits)
- Concept Mapping for Engaging Students in Meaningful Learning (1.5 CME credits)
- Excellence in Graduate Medical Education: Faculty Development Teaching / Learning / Curriculum Development Certificate Program (18 credit hours)
- Providing Effective Feedback (1.5 CME credits)
Faculty Teaching Tools
- Fostering Critical Thinking
- Simple Practices for Better Classroom Discourse
- Six Tips for Teaching
- Research-Based Tips for Effective Instruction
- Understanding Design
Crucial Conversations (7.5 CME credits)
We often get stuck not achieving what we want in a variety of areas, ranging from awkward or failing relationships to dysfunctional teams, to quality or safety problems at work. Come to this program to learn how to identify and master the Crucial Conversations that are keeping you stuck and limiting your organizational, team, and interpersonal success.
At the end of this program, participants will be able to:
- Define a Crucial Conversation
- Describe the difference between story and fact
- List positive and destructive motives for conversation
- Know two ways to build safety into any conversation
- Explain and demonstrate the STATE skills
Requirement: participants must attend a full-day session.
Disclosure: The presenter does not have any personal or professional financial relationships with a commercial entity producing healthcare goods and/or services.
Embracing Change (2.0 CME credits)
Have you ever had challenges adopting a new idea, process, or policy? Have you seen others struggle with change? Do you ever wonder why change is so hard for people? Come to this interactive session to understand the emotional and psychological impact of change, and learn tools and techniques to more easily transition through each phase of the change process.
At the end of this program participants will be able to:
- Understand the difference between change and transition
- Understand the stages of the transition process
- Describe common feelings and behaviors experienced during each stage of the process
- Describe tools, techniques, and skills to help you transition through change
Emotional Intelligence: A Deep Dive (2.0 CME credits)
Emotional Intelligence (EQ) is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions effectively in ourselves and others. EQ has been found to be more important for success at work than either traditional intelligence (IQ) or technical skills. EQ competencies can be learned! This session is based on the work of Daniel Goleman and on the Emotional and Social Competency Inventory (ESCI), a tool to help develop these competencies. Come to this session to learn about the competencies of emotional and social intelligence, have the chance to experience your own ESCI feedback, and learn how to use this information to help improve performance and relationships.
Requires pre-work of an online 360° assessment. This assessment requires that you invite others to assess you as well. Your results will be provided during the session. Information on the pre-work is provided upon registration by email two weeks prior to session start date.
Concept Mapping for Engaging Students in Meaningful Learning (1.5 CME credits)
Interested in using a mind tool to engage your students in meaningful learning? This workshop will discuss teaching with concept mapping/mind mapping. We will introduce you to free concept mapping software and possible instructional strategies. Computers will be available in the classroom, but feel free to bring your laptops if you prefer! Following this session, participants will be able to describe at least two key strategies to make learning meaningful; state-the-key components of concept maps; create a simple concept map using Lucidchart to address a topic by adding, removing, and/or editing relevant concepts and links; share one’s concept map with colleagues using Lucidchart; and identify a way to integrate concept mapping into teaching to facilitate students’ meaningful learning. Due to the size of this classroom, participation is limited to 16 attendees.
Within the faculty development course offerings, there are three series that focus specifically on medical education. Participation in two of these series, Next Generation Certificate Series and Medical Education Grand Rounds count toward earning a Certificate of Commitment to Faculty Development in Medical Education. Participation in the Next Generation Journal Club series does NOT count toward earning this certificate.
Excellence in Graduate Medical Education: Faculty Development Teaching / Learning / Curriculum Development Certificate Program (18 credit hours)
The purpose of Liberty University College of Osteopathic Medicine FM/IM Faculty Development Residency Program is to provide our hospital residency affiliates with academic program offerings that address faculty development skills needed for residency teaching and curriculum development, research and scholarship, and leadership. The faculty skills and strategies identified as necessary for residency program offerings serve as a blueprint for the design and implementation of a faculty development fellowship program, supporting faculty in the crucial mission of training the workforce positioned to accomplish transformation in healthcare policy and practice.
Goals of the Family Medicine / Internal Medicine Faculty Development Residency Fellowship program
Learners participating in the Fellowship will:
- Foster excellence in teaching and curriculum development.
- Integrate technology and evidence-based medicine into all aspects of the curriculum.
- Develop analytical and research skills in medical education.
- Ensure that core competencies are the cornerstone of teaching strategies.
- Acquire the knowledge and skills to become educational leaders and change agents within their academic communities.
- Join a community of clinician-educators dedicated to enriching the field of medical education.
- Acquire working knowledge of key theories and methods to carry out rigorous research in medical education.
- Complete a major project focused on curriculum, faculty development, learner assessment, or educational research.
Scope of Instructional Design of FD Fellowship Program
- Three Major Project Tracks
There are three major project tracks designed specifically to help fellows complete their Major Project. In each track, you will have a faculty mentor and sessions that provide an in-depth training in research, curriculum and teaching, and leadership development. You will remain in that track for your fellowship year. It is not possible to attend the other track sessions. The handouts from the other tracks will be available to you. Below are some of the sessions taught in each major project track.
Planning data analysis
Developing charts and graphsInterpreting data and preparing for publication
Determining curricular goals and content
Instructional objectives and enabling content
Selecting instructional strategies
Selecting evaluation strategies
Developing curriculum implementation and evaluation plans
Management of hospital and health systems operations
Health care policy and financing
Leadership of large, complex organizations
Change management and quality improvementPractice of high-value, evidence-based hospital medicine
Fellows will join a mentor group composed of LUCOM fellowship faculty and other fellows with similar projects who will assist you in completing your major project.These groups will be formed in April and remain intact throughout the fellowship.
- Major Project Description
As a part of the fellowship requirements, you will complete a major project. The project is designed to give you an opportunity to study a problem of interest to you and to apply skills and knowledge acquired during the fellowship. In the past, major projects have addressed a wide variety of topics.
You may choose between three different types of projects: research, curriculum development, or leadership. Research projects require following the scientific method to investigate medical education or health services research questions. Curriculum development projects require the systematic development or revision of a course, clerkship, rotation, or conference/workshop series, which will ultimately be implemented in your institution. Leadership development projects give participants the opportunity to design and implement a three-month team project to improve operations or to improve programs in the clinic or hospitals.
The results of your major project will be disseminated as a poster and oral presentation at the end-of-year fellows’ conference.
Providing Effective Feedback (1.5 CME credits)
Giving effective feedback to learners can greatly enhance achievement of learning objectives and can also help them understand how to manage their learning themselves—a skill they will need for lifelong education. Providing feedback, however, is not always intuitive—there are certain elements that can make the difference between feedback that is helpful and feedback that is not. In this workshop, we will review basic principles of effective feedback. Following this session, participants will be able to describe what feedback is and what it is not, how and when to give feedback, develop skills in giving feedback, and recognize the importance of providing feedback.